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Abstract(s)
Imersos em tecnologia desde o berço, aos nativos digitais são caracterizados por um estatuto de elevada proficiência digital, sem precedentes, e constituem o grupo com maior potencial para enfrentar os desafios da 4ª Revolução Industrial. No entanto, apesar da imersão tecnológica, este perfil de indivíduos carece frequentemente de competências críticas de literacia informática que é entendida como uma das componentes transversais da literacia digital, nomeadamente a relacionada com as TICs, e especificamente no que se refere às competências de utilização do processador de texto, sendo esta uma competência digital que lhes é inerente e socialmente intrínseca. Esta investigação teve como principal objetivo realizar uma autoavaliação e uma avaliação efetiva das competências críticas de literacia informática de estudantes nativos digitais, com vista à análise e comparação das competências percebidas e efetivas na utilização de processador de texto para organizar e formatar trabalhos académicos/profissionais e à relevância que lhes é atribuída. A metodologia utilizada foi um estudo de caso aplicado a uma instituição de ensino brasileira com uma amostra constituída por 142 estudantes que estão em fase de conclusão dos estudos. Na fase empírica, foram utilizados três instrumentos de coleta de dados, sendo um inquérito por questionário, uma avaliação efetiva e uma pesquisa documental. Os resultados indicam que a maioria dos estudantes acha que não possui domínio das competências de alfabetização informática voltada ao uso de processador de texto para formatar e organizar trabalhos. Existe uma grande parcela de estudantes com baixo nível de competências técnicas consideradas essenciais para utilizar as ferramentas do Word de maneira eficiente. Verificou-se que há deficiências básicas nas competências dos nativos digitais no seu perfil de saída da formação curricular, isto poderá impactar na vida profissional. Esta investigação oferece reforços positivos às instituições de ensino que preparam jovens para o mercado de trabalho.
Immersed in technology from the cradle to the digital natives, they are characterized by a status of high digital proficiency, unprecedented, and constitute the group with the greatest potential to meet the challenges of the 4th Industrial Revolution. However, despite technological immersion, this profile of individuals often lacks critical computer literacy skills which is perceived as one of the cross-cutting components of digital literacy, namely that related to ICTs, and specifically with regard to word processor use skills, which is an inherent and socially intrinsic digital competence. The main objective of this research was to carry out a self-assessment and an effective evaluation of the critical computer literacy skills of digital natives, to analyse and compare the perceived and effective skills in using word processors to organise and format academic/professional work and the relevance attributed to them. The methodology used was a case study applied to a Brazilian educational institution with a sample of 142 students who are in the final stage of their studies. In the empirical phase, three data collection instruments were used: a survey, a quizz and desk research supported by institutional documentos. The results indicate that most students feel that they do not have a mastery of computer literacy skills focused on the use of word processors to format and organize documents. There is a large proportion of students with low levels of technical skills considered essential to use word processing tools efficiently. It was found that there are basic deficiencies in the skills of the digital natives in their tranining exit profiles, which may restrict professional lifes. This investigation provides positive reinforcements to the educational institutions that prepare young people for the labor market.
Immersed in technology from the cradle to the digital natives, they are characterized by a status of high digital proficiency, unprecedented, and constitute the group with the greatest potential to meet the challenges of the 4th Industrial Revolution. However, despite technological immersion, this profile of individuals often lacks critical computer literacy skills which is perceived as one of the cross-cutting components of digital literacy, namely that related to ICTs, and specifically with regard to word processor use skills, which is an inherent and socially intrinsic digital competence. The main objective of this research was to carry out a self-assessment and an effective evaluation of the critical computer literacy skills of digital natives, to analyse and compare the perceived and effective skills in using word processors to organise and format academic/professional work and the relevance attributed to them. The methodology used was a case study applied to a Brazilian educational institution with a sample of 142 students who are in the final stage of their studies. In the empirical phase, three data collection instruments were used: a survey, a quizz and desk research supported by institutional documentos. The results indicate that most students feel that they do not have a mastery of computer literacy skills focused on the use of word processors to format and organize documents. There is a large proportion of students with low levels of technical skills considered essential to use word processing tools efficiently. It was found that there are basic deficiencies in the skills of the digital natives in their tranining exit profiles, which may restrict professional lifes. This investigation provides positive reinforcements to the educational institutions that prepare young people for the labor market.
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Keywords
Nativos digitais Literacia informática Literacia digital e competências Digital natives Digital literacy and skills Computer literacy